Answer to Question #159314 in English for Arbish

Question

Q. Scaffolding in the classroom consists of helpful interactions between the teacher and student that enable the student to do something beyond what he could do independently. A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and also language acquisition. Describe how scaffolding can be used effectively in a secondary English classroom. Elaborate your answer with ten classroom examples.          (10+10=20 Marks)

Answer 1

1.Give students mini lessons: Break new concepts down into bite-sized pieces that build on one another. Teaching a series of mini-lessons provides students with a safety net that moves them progressively toward deeper understanding.

2.Model or demonstration: Show your students an example of what they will be learning. For example, demonstrate a literature experience (like a play or drama) so they can see how it’s done before they do it themselves.

3.Demonstrate concepts in several ways: The teacher should support different learning styles by approaching new concepts from multiple angles. Show them, tell them, and let them try it for themselves. The more ways you approach learning, the more sense it will make for students.

4.Include visual aids: Use videos or provide a concrete object to start off a new lesson. For example. if you are teaching elements of a story, show a video of a play.

5.Give students talk time: It ensure they improve presentation, grammar and implement cooperative learning structures. Have them articulate concepts in their own words to one another. Come back together as a whole group and share any insights that might be helpful to everyone.

6.From time to time check student's understanding: Check in often to make sure students are with you. A simple thumbs up, a sticky note check-in, or a desktop flip chart are few ways to check who is good to proceed or who needs more time.

7.Front-load concept specific vocabulary:Provide your students with specific academic language they will need to understand ahead of time so that vocabulary doesn’t become a stumbling block to higher level learning.

8.Prepare your students for success. Describe the purpose of the assignment, and give them concrete examples of the learning goals they are expected to achieve. Give them clear directions and show them exemplars of high quality work. Finally, provide them with a rubric so they know exactly what to do to successfully master the concept.

9.Activate previous knowledge: ake connections to concepts and skills students have already learned. Connect to experiences they have had such as field trips or other projects.

10.Give students time to practice: After you model learning for your students, take some time to practice with them. For example, write a paragraph together on chart paper. Provide a quided practice for rehearsal before main exam.